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עמוד:*66
* 66 seemed redundant and superfluous, precisely because they are readily available in everyone's smartphones and laptops . Technology spared recitation and memorizing and initiated a completely new arena of meaningful history education . Skills, critical thinking, multi - perceptivity, and navigating multiple narratives, emerged as the new characteristics of historical literacy . As a result, the old keepers of the canon obviously lamented the decline of content - based historical knowledge and grieved over the disappearance of memorable past in the youngsters' collective identity, thereby weakening their patriotic and national feelings . 7 In presumably post - conflict regions and countries, migration processes, splits within the elites, societal diversification and transformation of the economic system ensued . These demographic, social and economic phenomena accounted for another major upheaval in the field of history education . In many nation - states, a relatively homogenous population, which for years had comprised the core of teachers and learners, lost its stable and exclusive status because of demographic changes and particularity due to a vast immigration process . The rise of multiculturalism as a normative, yet still controversial concept, appeared as the most profound transition in this complex societal process . Recognizing sectoral and ethnic pluralism, multicultural approaches sought to distance themselves from the Western European melting - pot ideal, which dominated the traditional history education . Though traditional elites continued to maintain power in economic and financial institutions, they had generally lost much of their political hegemony . Consequently, the traditional narratives of history education that those elites produced and disseminated lost certain validity and made little impact on other segments of a changing society . A combination of these demographic and social changes with the practice of the neoliberal political economy, weakened the official attempts to build a common canon aiming at social solidarity, because it operates within a situation of disintegrated and even privatized identity, as well as conflicting and even split memory . 8 Jack L . Granatstein, Whokilled Canadian History ? ( Toronto : Harper Collins, 1998 ) ; Sam 7 Wineburg, Historical Thinking and other Unnatural Acts : Charting the Future of Teaching the Past ( Philadelphia : Temple University Press, 2001 ) , pp . 16 - 51 ; Kadriye Ercikan and Peter Seixas eds . ) , New Directions inAssessing Historical Thinking , ( New York : Routledge, 2015 ) ; Sam ( Wineburg, Why Learn History ( When it's Already onYour Phone ) ( Chicago : The University of Chicago Press, 2018 ) . Maria Grever, “Dilemmas of Common and Plural History : Reflections on History Education 8 and Heritage in a Globalizing World”, in Carretero, Asensio, and Rodríguez - Moneo ( eds . ) , History Education and the Construction of National Identities, pp . 75 - 91 ; Richard Harris, “The Place of Diversity within History and the Challenge of Policy and Curriculum”, Oxford Review of Education, 39, 3 ( 2013 ) , pp . 400 - 419 ; Claire Alexander and Debbie Weekes - Bernard, “History
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אדמוני, אריאל
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